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Teach Learn


David Deubelbeiss

on 4 November 2011

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Transcript of Teach Learn

| Time spent paying attention Total learning time CONNECTING DEVELOPING SHARING LEARNING GETTING CREATING
Student / Class BLOGS Warning! Technology doesn’t solve problems or make teachers better.
Don’t throw out your curriculum.
Face-to-face is essential
You don't have to rush.
You don't have to do it all at once Why Web 2.0? It’s social and interactive.
It’s free.
It’s outside
It’s about making connections.
It’s simple…but there’s help.
It can help make your teaching and assessing more effective.
It’s a part of your students’ world.
You don’t need a great computer, and you sometimes don’t need a computer at all.
It’s ubiquitous.
It’s yours. Solution? Problem? “Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
Today’s students - K through college - represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today's average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives.”
Marc Prensky, "Digital Natives, Digital Immigrants", 2002 a website that allows the visitors themselves to easily add, remove, and otherwise edit and change available content, typically without the need for registration. This ease of interaction and operation makes a wiki an effective tool for mass collaborative authoring.” http://teachweb2.wikispaces.com http://bit.ly/9atssg Podcasts * Make available podcast downloads of "just-in-time" learning modules

* Tutor a student via podcast
o Music lessons – evaluate music performance.
o Teach a vocal technique
* Make podcast downloads of practice exams
o Music dictation practice tests.
* Vocabulary words/terms
o Develop a podcast of new vocabulary words for a language course
o Develop a podcast of musical terms and their correct pronunciations.
o Develop a podcast of new medical terms for nursing students
* Give bonus points to the first student to get the right answer to a question that has been podcast and answered correctly.
* Develop a library tour podcast
* Create a small set of audio podcasts that can be used for "additional listening"
* Working with Disabled Student Development, have a number of students and/or faculty provide podcasts to special needs students
* Use podcasting to reinforce English as a Second Language concepts
* Podcast short lectures
* Allow students to create their own podcasts for class
* Setup a text messaging or RSS to inform your class of new podcasts
* Develop and reward innovative podcasting uses with an awards ceremony for the most creative, educational use of a podcast
* Use podcasts to deliver flashy, history digital object content. Writer Bill Carey once stated, "The worst thing about history is teaching kids about dead men and dates. Kids want something flashy."
http://teacherspodcast.org/2010/05/08/ep56-podcasting-matures/ http://www.teachertrainingvideos.com/audacity1/index.html http://eflclassroom.com 2 examples http://lifefeast.blogspot.com/2010/05/lesson-plan-with-xtranormal.html Why have a class blog? Archiving and posting information helps with special needs students.
Students who miss class can be more accountable for the things they missed.
Students with different learning styles can access information in different ways.
Help keep the teacher organized and focused.
Creates an archive of a class. Why have a class blog or wiki? 1. It’s free.
2. It’s quick.
3. It's simple.
4. It's familiar.
5. It's everywhere.
6. It's saved.
7. It's interactive.
8. You're in control.
9. It’s personalized. Every student can articulate their thoughts on the essential questions on each unit without regard for space and with nearly limitless resources.
Students could build on their previous work, expanding on thoughts and exploring multiple paths.
Students could view and react to the work of their classmates.
Digital portfolios are easy to sort, present, and assess.
Tracking progress and engaging students in meaningful dialogue is incredibly easy.
Reflection became natural within a couple of weeks. Students take pride in their blogs
A wide audience could interact with the ideas presented by the students.
Blogging is more than journaling. It’s dynamic. Profound connections with the curriculum can be made. It’s difficult to cheat.
Students can revise their work. Wikis http://ddeubel.edublogs.org/2010/05/23/teachers-students-the-gap-narrows/ http://e-language.wikispaces.com/ http://bit.ly/cnrxOW http://voicethread.com/#q.b67978.i350123 Let's size up the situation 3examples 2 examples Comments about the "Connected Teacher" Further reading here 3 examples http://eltandtech.pbworks.org Recommended sites for teaching English
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